dr. lori conlon khan and dr. mary mcguire · and music automatization of phonological awareness and...
TRANSCRIPT
Dr. Lori Conlon Khan
and
Dr. Mary McGuire
Explore and practice steady beat
Musical selections should be instrumental only and at a tempo of approximately 100 beats per minute
Model bilateral movement first then alternating
Alternate between teacher modeling and student models
This is your brain.
Fill in the blank:
This brain is activated by ________ (singing, reading).
4 Processing Systems:
Phonological Processor
Orthographic Processor
Meaning Processor
Context Processor
PHONEME AWARENESS PITCH AWARENESS
Distinguishing between the subtle sounds of speech /d//p//f/
Dyslexia (NICHD & IDA) “…a deficit in the
phonological component of language…”
Does the sound change? Up
Down
Same
Fisher (2001) Concluded that phonemic
segmentation improved with the regular use of music in the classroom
Syllable segmentation
Graphing syllables
Jumping syllables
Syllabic notation
Millisecond timing system is used in speech, motor control, and music Automatization of
phonological awareness and RAN [rapid automatic naming] performance improves the most with timing/rhythmicity training (Taub, McGrew & Keith, 2007)
Interactive Metronome
Used as: Assessment tool
Training program
Dyslexic readers have poor interstimulus intervals –ISI The time it takes to disengage from a previous
stimulus, perceive and recognize a present stimulus, activate lexical access and use retrieval processes for its verbal label, and then move on to the next stimulus. (Obregon, 1994)
Temporal processing speed deficit Language impaired children could not determine the
difference between two pitches when the time interval was shorter than 350 milliseconds, whereas good readers needed 30 ms. or less (Tallal, Miller & Fitch, 1993)
Less Fluent Reader More Fluent Reader
Phonological Working MemoryProcessing Task Processing Task
A great deal of research shows that thinking or talking about an event immediately after it has occurred enhances memory for that event. ~ Medina, 2008
Spend a few moments to think about the implications of this information to your teaching.
Find a partner to discuss one or two points you found interesting or applicable.
Peas por-ridge hot
Peas por-ridge cold
Peas por-ridge in the pot
Nine days old.
Some like it hot
Some like it cold
Some like it in the pot
Nine days oooo-ld.
Phonological awareness
Segmenting words into their individual sounds
Blend the sounds together
Manipulate sounds
Phonetic representation
Letter names and sounds
Build words by manipulating letters
We crescendo by building fluency with these skills
Build vocabulary
End goal is: Comprehension
Begins with speech Pulse
Natural speech rhythms
Connect to body Body percussion
Movement
Transfer speech rhythms to the instruments
Musical representations Graph sound to symbol
Up, down, or the same
Identifying vocal direction
Comparing sound patterns
Vocal play
Chicken talk Inflection
PRACTICE READING TEXT – 5 TO 7 TIMES
STUDENTS WALK WHILE READING
A great deal of research shows that thinking or talking about an event immediately after it has occurred enhances memory for that event. ~ Medina, 2008
Spend a few moments to think about the implications of this information to your teaching.
Find a partner to discuss one or two points you found interesting or applicable.
We have seen that music and reading are connected in the brain.
Is there a strong enough correlation between music and reading to justify using musical activities as reading intervention strategies for struggling readers?
The music specialist story Music program woes
Observations
Peggy
Dissertation question
Research with students
Summer Literacy Camp
The reading specialist story Personal experience
(ouch!)
Summer slide experience with students
Dissertation study
Research with Lori
Summer Literacy Camp
WPM/IRI NAEP IM Pitch
IRI/WPM 1
NAEP Oral
Fluency .726 ** 1
Interactive
Metronome -.640 ** -.697 ** 1
Pitch Matching .53 ** .468 ** -.459 * 1
** Correlations were significant at the .001 level * Correlations were significant at the .05 level
Follow Up Study, 2012Students Date Pre/Post WCPM Gains
Student 1 1/4/12 Pre 71
Student 1 2/2/12 Post 95 +24
Student 2 1/4/12 Pre 62
Student 2 2/2/12 Post 59 +0
Student 3 1/4/12 Pre 85
Student 3 2/2/12 Post 91 +6
Student 4 1/4/12 Pre 93
Student 4 2/2/12 Post 96 +3
Student 5 1/4/12 Pre 106
Student 5 2/2/12 Post 115 +9
Student 6 1/4/12 Pre 110
Student 6 2/2/12 Post 125 +15
** Typical gain - .85 to 1.0 correct wpm per week
Can participation in an intensive six-week Summer Literacy Camp using music activities as reading intervention strategies help children maintain the gains that they have made during the school year and avoid the summer slide?
Who? 42 students leaving K, 1, and 2, who scored 2’s (near
grade level) on Spring 2012 IRI in control and treatment groups
5 / 1 student to adult ratio (certified and para-educators)
When? 4 days per week for 6 weeks during the summer June – July
What? 45 min. music intervention 45 min. reading intervention Open library, art projects, recess time, on-site field trips,
breakfast & lunch served @ school
Grade
Treatment Assessment Spring
Average Fall Average Gain/Loss Sample Size
K/1 Letter Sound
Fluency 20.4 42.2 +21.5 6
1/2 R-CBM 40.5 27.5 -13.0 2
2/3 R-CBM 81.2 68.9 -12.4 5
Control
K/1 Letter Sound
Fluency 21.7 22.7 +1 6
1/2 R-CBM 39.4 24.7 -14.7 10
2/3 R-CBM 81.9 58.4 -23.5 13
Grade
IM
Pre
IM
Post
IM average
Gain/loss
K – 1
229
164.8
-64.2
1 – 2
112
128.5
+16.5
2 - 3
109.5
67.75
-41.75
Young students respond to and benefit the most from music intervention
Gains in rhythmicity parallel gains in reading
Music as an intervention slowed the summer slide by half
Pitch matching scale
Assessment Starting pitch?
Intervals?
Directionality
Tonality
Refine
Turn into numerics